Shared epistemic agency: An empirical study of an emergent construct CI Damşa, PA Kirschner, JEB Andriessen, G Erkens, PHM Sins The Journal of the Learning Sciences 19 (2), 143-186, 2010 | 340 | 2010 |
Teachers’ agency and online education in times of crisis C Damşa, M Langford, D Uehara, R Scherer Computers in Human Behavior 121, 106793, 2021 | 253 | 2021 |
The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration CI Damşa International Journal of Computer-Supported Collaborative Learning 9, 247-281, 2014 | 178 | 2014 |
Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments R Esterhazy, C Damşa Studies in Higher Education 44 (2), 260-274, 2019 | 153 | 2019 |
Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty D Dolean, M Melby-Lervåg, I Tincas, C Damsa, A Lervåg Learning and Instruction 63, 101218, 2019 | 137 | 2019 |
Quality in Norwegian Higher Education: A review of research on aspects affecting student learning C Damşa, T de Lange, M Elken, R Esterhazy, T Fossland, N Frølich, ... NIFU, 2015 | 91 | 2015 |
An ecological perspective on learner‐constructed learning spaces C Damşa, M Nerland, ZE Andreadakis British Journal of Educational Technology 50 (5), 2075-2089, 2019 | 88 | 2019 |
Online teaching in the time of COVID-19: Academic teachers’ experience in Norway M Langford, C Damsa Centre for Experiential Legal Learning (CELL), University of Oslo 2, 2020 | 85 | 2020 |
Student-centred learning environments in higher education - From conceptualization to design T Damsa, C, de Lange UNIPED 42 (1), 9-26, 2019 | 77 | 2019 |
Learning through interaction and co-construction of knowledge objects in teacher education CI Damşa, S Ludvigsen Learning, culture and social interaction 11, 1-18, 2016 | 76 | 2016 |
Revisiting Learning in Higher Education--Framing Notions Redefined through an Ecological Perspective. C Damsa, A Jornet Frontline Learning Research 4 (4), 39-47, 2016 | 61 | 2016 |
Student learning through participation in inquiry activities: Two case studies in teacher and computer engineering education CI Damşa, M Nerland Vocations and Learning 9 (3), 275-294, 2016 | 50 | 2016 |
Project-based learning in computer engineering education. In Pathways to quality in higher education: Case studies of educational practices in eight courses M Nerland, T Proitz Nordic Institute for Studies in Innovation, Research and Education NIFU, 2018 | 49* | 2018 |
Reflections on empirical and methodological accounts of agency at work CI Damşa, DE Froehlich, A Gegenfurtner Agency at work: An agentic perspective on professional learning and …, 2017 | 46 | 2017 |
Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy A Jornet, C Damşa Learning, Culture and Social Interaction 31, 100329, 2021 | 32 | 2021 |
Conceptualising pedagogical designs for learning through object-oriented collaboration in higher education C Damsa, H Muukkonen Research Papers in Education 35 (1), 82-104, 2020 | 30 | 2020 |
Knowledge co-construction–epistemic consensus or relational assent? C Damşa, S Ludvigsen, J Andriessen Affective learning together, 97-119, 2013 | 30 | 2013 |
The unit of analysis in learning research: Approaches for imagining a transformative agenda C Damşa, A Jornet Learning, Culture and Social Interaction 31, 100407, 2021 | 28 | 2021 |
Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering R Esterhazy, M Nerland, C Damşa Teaching in Higher Education 26 (6), 806-822, 2021 | 25 | 2021 |
Heterochrony through moment-to-moment interaction: A micro-analytical exploration of learning as sense making with multiple resources I Rasmussen, CI Damşa International journal of educational research 84, 79-89, 2017 | 20 | 2017 |